From: Assessment approaches of English language teachers in the Saudi higher education context
Theme | Priority | Description of priority |
---|---|---|
Assessment purposes | Assessment of learning | Teachers use of evidence to summate student learning and assign a grade in relation to the student’s achievement of learning objectives. |
Assessment for learning | Teachers’ and students’ use of evidence to provide feedback on progress toward learning objectives and inform next steps for learning and instruction. Involves both teacher-directed and student-centered approaches to formative assessment. | |
Assessment as learning | Focuses on how the student is learning by providing feedback or experiences that foster students’ metacognitive abilities and learning skills, such as self-assessment, goal-setting, and learning plans. Involves teachers but is primarily student-centred. | |
Assessment processes | Design | Focuses on the development of reliable assessments and items that measure student learning in relation to learning objectives. |
Scoring | Focuses on the adjustment and use of scoring protocols and grading schemes to respond to assessment scenarios. | |
Communication | Focuses on the interpretation of assessment results and feedback through communication to students and parents. | |
Fairness | Standardized | Maintains equal assessment protocols for all students regardless of ability or exceptionality. |
Equitable | Differentiates assessment protocols for formally identified students, such as special education or English language learners. | |
Differentiated | Individualizes learning opportunities and assessments that address each student’s unique learning needs and goals. | |
Assessment theory | Reliability | Works to ensure consistency in results within assessments, across time periods, and between teachers. |
Validity | Works to ensure that the assessment or evaluation measures what it claims to measure (i.e., learning objectives) and promote valid interpretations of results. | |
Mixed | Works to ensure consistency in measuring what an assessment or evaluation intends to measure, and degree to which an assessment or evaluation measures what it claims to measure. |